NO TEACHER LEFT BEHIND:

1. NO TEACHER LEFT BEHIND: Professional Development of Instructional Technologies in an Age of Accountability Panel Members: Rob Bowe, Arlene Borthwick, Melissa Pierson, Cathy Risberg, Linda Tafel No Teacher Left Behind

2. Bowe Roots of this Panel • Constantly changing spectrum of new educational technologies • This panel’s perspectives have changed over the past year • Transforming Classroom Practice: Professional Development Strategies in Educational Technology • Due July, 2008 • Publisher: ISTE No Teacher Left Behind

3. Bowe How does our understanding of best practice in professional development, adult learning, and organization development fit into today's educational environment? Question: No Teacher Left Behind

4. Bowe The ultimate goal of professional development …is to improve student achievement by • increasing teacher content knowledge • changing teachers’ attitudes about their content areas • expanding the teacher’s repertoire of instructional practices (Killion & National Staff Development Council, 2002) No Teacher Left Behind

5. Bowe Assessment tools • Oral questioning/presentations, observation, written work, projects, portfolios, tests: • Easier to integrate with instruction • Allows for a variety of formats • Protects against bias (Darling-Hammond, 2005) • Under NCLB, “teaching to the test” is emphasized. No Teacher Left Behind

6. Bowe Models of change Teachers must be convinced that new teaching strategies will lead to increased student learning. (Guskey, 2002) No Teacher Left Behind

7. Pierson Why is professional development vital to effective technology use? • The single greatest impact on improved student achievement is increased teacher education. • The qualifications of the teacher constitute 44% of the impact on student learning (NSDC, 2006) • Then, IT professional development would include meaningful use of technology. No Teacher Left Behind

8. Pierson Theoretical support for educational technology professional development • Early models describe developmental levels of teachers’ progress with learning to teach with technology • CBAM • ACOT • Focus on individual teachers’ needs cannot tell whole story • Shift toward emphasis on organizational learning • How individuals fit into the large organization • How the organization needs to learn No Teacher Left Behind

9. Pierson Models of professional development: The past 25 years (1) 1978 - Berman & McLaughlin Top-down implementation typically fails (Means, 1994) 1997 - Bailey & Lumley • Administrative Productivity • Teaching and Learning • Curricular Production/Tools • School Restructuring No Teacher Left Behind

10. Pierson Models of professional development: The past 25 years (2) 2007 - Harris Coming to understand that effective sessions share commonalities: • Conducted in school settings • Linked to school-wide efforts • Teacher-planned and -assisted • Differentiated learning opportunities • Teacher chosen goals & activities • Pattern of demo/training/feedback • Concrete • On-going over time • Ongoing assistance/support No Teacher Left Behind

11. Pierson Seven models of professional development Teacher development through: • Working with in-house leadership • Peer coaching • Learning circles • Action research • Working with outside leaders and partners • Networked learning communities • Focusing on systemic change No Teacher Left Behind

12. Tafel NCLB : Professional development • Professional development now “driven by student learning” • Focus on adult learning: “What must teachers know and be able to do to ensure student success?” (NSDC, 2001) No Teacher Left Behind

13. Tafel We must use what we know • If not, we tend to “work ON” teachers • If so, we will work “with” or work “together” • My focus: What do we know that can help us focus on individuals (adult learners AND student learners) and move our organizations from “as is” to “to be”? No Teacher Left Behind

14. Tafel Think first about the individuals • Individual needs • Individual experience, interests, unique background • Individual levels of motivation • Individual receptiveness to new learning • Individual need for scaffolding new learning, for support, for mentoring, for coaching, for community No Teacher Left Behind

15. Tafel Look closely at the organization • Our foundation: What are the relationships between adult learners in this school? • Do we learn together? • How much time do we spend working together—especially toward collective goals? • Do adults work in a “learning” culture? No Teacher Left Behind

16. Tafel Does the organization support individuals’ growth? Confirmation Contradiction + Continuity Engaging individuals and groups differently, grounding our work in adult learning theory (Kegan, 1982) No Teacher Left Behind

17. Tafel Moving from “As Is” to “To Be” As we move innovation (our “end”) forward through professional development (our “means”), emphasize for adult learners: • Relative advantage • Compatibility • Complexity • Trialability • Observability (Rogers, 2003) No Teacher Left Behind

18. Borthwick Updated review of the literature on organization development • Establish a learning organization • Establish a climate of trust No Teacher Left Behind

19. Borthwick Establish a learning organization • Take a systems approach (Senge) • Examine context, culture, conditions, & competencies (Wagner, et al.) • Maintain continuous scanning (Friedman; Fullan, Hill, & Crévola; Joyce) • Work for change at multiple levels: individual, team, organization (Bakke; Schmoker) • Rely on distributed leadership (Spillane) No Teacher Left Behind

20. Establish a learning organization 1. Take a systems approach (Senge) • The Fifth Discipline: The Art & Practice of the Learning Organization No Teacher Left Behind

21. Establish a learning organization (Wagner, et al.) No Teacher Left Behind

22. Establish a learning organization 3. Levels of Continuous Scanning • Global (Friedman) • Classroom (Fullan, Hill, & Crévola) • Ourselves as innovators/professional developers (Joyce) No Teacher Left Behind

23. Establish a learning organization 4. Work for change at multiple levels • Individual • Team • Organization Attitudes & resources Reciprocal commitments Competing commitments No Teacher Left Behind

24. Establish a learning organization 5. Rely on distributed leadership Focus on practices vs. roles (Spillane) • Champions help overcome indifference & resistance (Rogers) • Talent scouts (Reeves) • Organizations function as social networks No Teacher Left Behind

25. Risberg Establish a climate of trust • Open the classroom doors to end sense of isolation (Richardson) • Create a collegial culture (Barth) • Meet the needs of all students by working together (DuFour) • Learn to see yourself as an inventive, adaptive professional (tech-related risk taker) upon whom improvement depends (Schmoker) No Teacher Left Behind

26. Risberg Effect of the NCLB on the teaching-learning environment “Teachers have become acutely test conscious…. Whereas they may have taken a risk on a new technology project in the past, they're more reluctant now, because it's perceived as taking time away from skill development, time which could be used to focus on raising a specific test score.” --Larry Cline, director of technology/networking at Community Consolidated School District 21 in Wheeling, Illinois, as quoted in an article on School CIO: Strategies for School Technology Leaders website No Teacher Left Behind

27. Audience questions, thoughts, experiences, & stories No Teacher Left Behind

28. Panel-Created Question • How can technology integration—in keeping with the first proposed NETS-T be achieved within the existing school environment of NCLB? “Facilitate and inspire student learning and creativity.” -NETS-T Refresh (draft) No Teacher Left Behind

29. Panel-Created Question 2. How can technology integration have a greater impact on social conditions that "might contribute to lower school performance?" (Foley and Voithofer, 2003) No Teacher Left Behind

30. What’s your “take away”? No Teacher Left Behind

31. Thank you for attending, Rob Bowe Arlene Borthwick Melissa Pierson Cathy Risberg Linda Tafel No Teacher Left Behind